Practice Independent Work Skills

Differentiating instruction often means setting up kids to work alone
or in groups. And that, we don't need to tell you, can lead to chaos.
The solution for second-grade teacher Tamika Lowe is "practice,
practice, practice." Early in the year, she makes her expectations
clear, and she and her students repeatedly drill their procedures -- how
to use the technology, what to do if you have a question, how to behave
if Ms. Lowe isn't standing right there.

There are a number of frameworks for providing choice opportunities for students ranging from choice boards, menus and negotiables.

Teacher Toolbox
Includes detailed information and instructional strategies to
promote the academic, social, and behavioral success of students in the
classroom environment.

With Choice boards assignments are placed in a matrix. Students make a
selection from a row. The teacher targets assignments to student needs
like learning styles or interests.

Create a Weekly "Must Do" and "May Do" List

Give a classroom of students an array of different, personalized
tasks to do, and they'll inevitably finish them at different times.
That's a tricky part of differentiation. some teachers tackle
this by assigning a weekly list of "must dos" and "may dos," so kids who
finish first can always find something to do next.

Tic-Tac-Toe Book Report

Using the Tic-Tac-Toe model, students are given choices on how to
present their book report. This can be adapted to any grade level. The
same TTT format is used for each book report but the students must pick a
different style of activity each report. Some examples of activities
included: Dioramas, mobiles, acting out a scene from the book, changing
the ending, comic strips, story mapping on cubes, cereal boxes or paper
sandwiches. For older students options could include i-Movies, comic
life, Inspiration/ Kidspiration. The TTT model should include several
options for each style of learner.

In this format, students make decisions on what they will do to meet the requirements of a lesson or unit of study. Example

Science: The Environment - ElementaryAll items in the main idea and the specified number of supporting details must be completed by the due date. Select at least one from the supporting details. The extension is optional.Main Idea: Select a problem in the ecosystem. Define and describe the difficulty it presents. (Choose one)

a. Flooding

b. Drought

c. Red tide

d. Deforestation

Supporting Details: (Choose 1)

a. Discuss where the problem is located, why it occurs, and who or what it impacts.

b. Discuss the ramifications of the problem for that particular ecosystem and propose some solutions.

Extension (optional)

a. Design a poster to bring awareness to the problem.

b. If you lived in the affected area, illustrate and explain how your life would be different.

SCIENCE: AGENDA ON THE ENVIRONMENT (SECONDARY)IMPERATIVES – Must do this1. Select a problem in the ecosystem. Define and describe the difficulty it presents. (Choose one)

a. Flooding

b. Drought

c. Red tide

d. Deforestation

2. Map where the problem exists – who/what it affects and degree of impact3. Develop a thesis that details past / present solutions and what you propose as future solutions.NEGOTIABLES – You must do at least one of these.1. Using a graphic organizer develop a timeline for when the problem started – include specific dates, events and factors that contributed to the problem and explain what the problem would look like if nothing is done.2. Discuss the costs to the economy. Include economic, human, and environmental costs. Estimate the monetary cost and explain how you determined the total3. Put a human face on the problem. Discuss in detail how a family’s life has been affected, based on scientific facts and economic data.

OPTIONS – You may do one or more of these.1. Write a letter to the editor of the local newspaper commenting on the issue.2. Create a public service announcement, with graphics to encourage public awareness.3. Design a poster to “wake up” public servants as to the gravity of the problem.

What is it?

The RAFT strategy employs writing-to-learn activities to enhance
understanding of informational text. Instead of writing a traditional essay
explaining a concept students demonstrate their understanding in
a nontraditional format. This technique encourages creative thinking and
motivates students to reflect in unusual ways about concepts they have read.
RAFT is an acronym that stands for :

Role of the writer: What is the writer's role: reporter,
observer, eyewitness, object, number,etc.?

Audience: Who will be reading the writing: the teacher,
other students, a parent, editor, people in the community, etc.?

Format: What is the best way to present this writing:
in a letter, an article, a report, a poem, an advertisement, e-mail, etc.?

Topic: Who or what is the subject of this writing: a
famous scientist, a prehistoric cave dweller, a character from literature,
a chemical element or physical object, etc.?

The RAFT strategy forces students to process information, rather than merely
write out and answer questions. Students are more likely motivated to undertake
the writing assignment because it addresses various learning styles.

How could it be used in instruction?
This writing-to-learn strategy engages students in explaining what they know
about a topic and elaborating on the topic in a fun way.

How to use it:

1. Think about the concepts or processes that you want students to learn as
they read a selected passage. Consider how writing in a fun way may enhance
students' understanding of the topic.
2. Brainstorm possible roles students could assume in their writing.
3. Decide who the audience would be as well as the format for writing.
4. After students have finished reading, identify the role, audience, format
and topic (RAFT) for the writing. Assign the same role for all students,
or let them choose from several different roles.

Students select order of work (except for required meetings and homework)

The Agreement

The teacher agrees to let students have freedom to plan their time

Students agree to use the time responsibly

Guidelines for working are spelled out

Consequences for ineffective use of freedom are delineated

Signature or the teacher, student and parent, if appropriate, are included

Using Contracts as an Anchor Activity

The links below show a template, based on Bloom's Taxonomy.
They may help you create your own contracts for students based on your
content area. (It is also a resource for lesson planning based on
Bloom's Taxonomy). There is an example of a contract for a 3rd
grade math class.Also you will find more examples below.

Visible Thinking - Visible Thinking is a flexible and systematic research-based
approach to integrating the development of students' thinking with content
learning across subject matters. An extensive and adaptable collection
of practices, Visible Thinking has a double goal: on the one hand, to
cultivate students' thinking skills and dispositions, and, on the other,
to deepen content learning.

Modern Chalkboardis a free site for finding educational resources such as Smart Board files. These interactive lessons cover a wide range of topics from Math, to Science, and Social Studies. Right now this is a fairly new site and the majority of their resources are for K-5th grade but more Smart Board resources are being added all the time.

Proficient readers typically engage with a text by asking themselves questions as they read: Who is speaking? Why did the author choose this example? What's important here? Do I understand what I am reading? In contrast, struggling readers, and those with disabilities, are not likely to pose these questions. Learn about before, during and after reading strategies that work, as well as ideas for embedding technology supports.